5 Strategies for ADHD in the Classroom to Improve Focus

In this fast-paced world, it’s hard for just about anyone to maintain a sense of focus. However, it’s especially challenging for those with Attention Deficit Hyperactivity Disorder (ADHD).

The most effective ADHD classroom strategies include reducing sensory distractions, breaking the avoidance cycle, and keeping consistent routines. Per the American Psychiatric Association (APA) one of the primary symptoms of ADHD is an inability to maintain focus (as the condition’s name suggests), in addition to fidgetiness and impulsivity. Furthermore, the APA labels ADHD as “debilitating” if the condition is not addressed and treated properly; ADHD may lead to many serious academic, emotional, and relational problems. 

Still, there’s hope, and it can often start in the classroom. The key is to pinpoint the reason(s) behind a student’s lack of focus and to go from there. The following are five strategies to help overcome the most common “focus busters.” 

1. Minimize Sensory Distractions to Improve ADHD Focus

Perhaps the biggest focus buster for those with ADHD is distraction. Almost everything becomes a “shiny object,” so to speak. However, distractions aren’t just visual; sounds, smells, and textures are other possible sensory triggers in the classroom. 

For example, many people with ADHD find noise-cancelling headphones to be a good purchase; the headphones can drown out everything from the cacophony of the cafeteria to that annoying little buzz from the heat vent. Similarly, scents and odors may also be very distracting to those with ADHD. In other words, there are good reasons for schools to have no-perfume policies, to avoid harsh chemical cleaners, to keep food items just in designated dining spaces, etc. 

Those with ADHD are also particularly sensitive to the textures and general comfort of their clothing, furniture, etc. Hard or poky chairs, loose threads, itchy shirt tags, and stiff seams can easily sway students’ focus away from their schoolwork. At the same time, textures can also be used strategically to increase focus and instill a sense of calm. Students might find it beneficial to bring special fidgets or wear certain clothing items that make them feel more at ease. Some teachers stick strips of velcro under desktops to help their students channel their squirminess and stay seated and attentive.

2. Try Body Doubling to Boost Focus and Accountability

Though the presence of other people can sway the focus of those with ADHD, there’s also a way to capitalize on group dynamics. Some students benefit from “body doubling.” 

No, though the concept may sound strange, body doubling has nothing to do with cloning or some kind of sci-fi stunt. In addition, it does not involve another person’s helicoptering or task management. Instead, it’s just a matter of having a focused buddy nearby. 

Tim Richardson, a psychiatrist at Puget Sound Psychotherapy, describes the effect of body doubling in this way: “The double provides a shared attention field. The ADHD brain stays anchored to the task by sensing another person’s attention and presence. The double acts as a gentle cue system that says, ‘I’m here, we’re working.’”

At Brightmont Academy, body doubling takes place in the school’s Homework Studio. Surrounded by an on-task teacher and just a few other students working on their assignments, a quiet and focused demeanor is evident among even the most scattered and distractible students. 

3. Break the ADHD Task-Avoidance Cycle

Procrastination also robs people of their focus, but where does procrastination come from? More often than not, some type of fear or negative feeling is at its root. Those with ADHD, they may have to overcome not only a chronic lack of confidence, but also cognitive hurdles common to the ADHD condition.     

To a lot of students with ADHD, schoolwork is like a smelly garbage can. They avoid it. They find no good in it. They neglect the main problem, only for it to become more profound. The task of educators, therefore, is to give students a metaphorical hose, so to speak, and help them face whatever rotten stuff is polluting their ability to move forward. 

The first step toward focus in this area is to show understanding and empathy. After so many years of being deemed difficult or unmotivated by their parents, teachers, peers, etc., those with ADHD are bound to feel discouraged and apprehensive when it comes to their mounting responsibilities. 

The second step is to investigate the cognitive reasons behind procrastination. According to the Attention Deficit Disorder Association (ADDA), “ADHD is linked to procrastination because of how the ADHD brain works. Your brain processes information differently, making you more likely to put off tasks.” 

Altogether, those with ADHD may find themselves in a task avoidance cycle—they might not know anything different from an ongoing swirl of defeated self-talk and setback after setback. In short, honesty around what fuels the cycle is key to escaping from it.   

4. Clarify Expectations into Small Steps

Another focus buster? It’s not unusual for those with ADHD to feel overwhelmed and confused by tasks and concepts, and for a couple of main reasons. 

One possible reason is that students might not be clear on expectations. This is why patience and an open-door policy are critical in learning environments. Students with ADHD might need to hear and see and echo instructions repeatedly in order to improve their understanding of their assignments. Such exchanges are also important in helping students process their ideas and plan how those ideas can be used practically within their work. 

Second, some assignments might simply feel really big and impossible to complete. In this case, “chunking” or breaking tasks down into small steps is a good strategy for maintaining focus and realizing a sense of accomplishment all along the way. For chunking to work well, students will likely need ongoing support with constructing a manageable system of steps, setting priorities, and staying organized. 

Another thing to keep in mind is the “Ziegarnik Effect.” Psychology Today describes the Ziegarnik Effect as “the power of unfinished business or interrupted or uncompleted activity to hold a privileged place in memory. Unfinished tasks create a cognitive burden, weigh more heavily on the mind, and are more easily recalled than completed tasks. In other words, just getting started on assignments can work wonders among students with ADHD who often get stuck. Being in the middle of projects becomes a natural driver to get those projects done. 

5. Stick to Routines for ADHD Students 

Obviously, at the heart of an ADHD diagnosis is an “attention deficit,” the antithesis of focus. When students’ attention is ping-ponging all over the place, they’re not only caught up in constant task switching but also can get extremely fatigued from it.

This is why routines and schedules—both at home and at school—are especially necessary among students with ADHD. They need boundaries to help them to focus on one thing at a time and during a certain period of time. Furthermore, the more detailed and precise the schedule, the better, plus visual and auditory cues (e.g., calendars, timers, alarms) can help establish more defined pivot points between work, play, and rest.

About Brightmont Academy

With campuses located throughout the U.S., Brightmont Academy operates by a one-to-one teaching model and offers customized learning plans for all of its students. This includes determining and implementing strategies to help students with ADHD restore and maintain focus. Brightmont not only takes seriously the ideas presented above, but also is committed to providing best-fit resources no matter the need. Schedule a call today to find out how Brightmont can serve your family.